Qualitative Facets of Prospective Elementary Teachers' Diagnostic Competence: Micro-Processes in One-on-One Diagnostic Interviews

Going beyond measuring accuracy of teachers' judgments of students? achievements, this paper focuses on how prospective elementary teachers proceed in one-on-one diagnostic mathematics interviews. As part of the project diagnose:pro, prospective elementary teachers (PTs) conduct diagnostic inte...

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Bibliographic Details
Published inNorth American Chapter of the International Group for the Psychology of Mathematics Education
Main Author Reinhold, Simone
Format Report
LanguageEnglish
Published North American Chapter of the International Group for the Psychology of Mathematics Education 2014
Subjects
Arithmetic
Diagnostic Teaching
Educational Strategies
Elementary School Students
Elementary School Teachers
Grade 1
Graduate Students
Interviews
Mathematical Concepts
Misconceptions
Pedagogical Content Knowledge
Preservice Teachers
Teacher Competencies
Teacher Student Relationship
Young Children
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Summary:Going beyond measuring accuracy of teachers' judgments of students? achievements, this paper focuses on how prospective elementary teachers proceed in one-on-one diagnostic mathematics interviews. As part of the project diagnose:pro, prospective elementary teachers (PTs) conduct diagnostic interviews with children in grade one and reflect on diagnostic strategies afterwards. Findings of the study lead to a model of strategic elements in diagnostic proceeding and suggest types of diagnostic strategies. It is also discussed how awareness of diagnostic strategies can be developed to foster sensitive every-day qualitative diagnostic attitudes in PTs. [For the complete proceedings, see ED597799.]